Toefl essay: Borrowing money?

I think that borrowing money from a friend has some negative aspects and can harm or damage the

friendship in some cases. For example, a person borrowed some money from his or her friend and did

not return it.

 

 

 

However, I believe that borrowing money from a friend and returning it on time can not harm

friendship. Moreover, it even can strengthen the relationships between them. For several reasons, which I

will mention bellow, I think borrowing money from a friend and returning it do not damage the friendship.

I think that borrowing money from a person who is close to one is normal. Imagine that someone needs

help and no doubt that his or her friends will offer it. For example, when my friend asks me to baby-sit her

child while she is taking her classes I agree because I know that she desperately needs my help in order

to finish her degree and save some money.

 

 

 

 

 Furthermore, I am sure that she will be there for me if I need

help. The same thing is with the money, sometimes we borrow money from each other but we always

return it to each other. I think it is very important to return money borrowed from a friend. I am glad that I

can lend her some money when she needs it because I am sure that she will return it as soon as

possible.

In addition, I believe that when friends lend and borrow money from each other it means that they trust

each other. However, I cannot disagree with the fact that money often can cause the end of the

friendship. For example, a person, who borrowed money from his or her friend and did not return it, will try

to avoid any contacts with the second person. At the same time, a person who lent the money to his or

her friend and did not get it back will have more likely an unpleasant feeling about the situation too. As a

result friends will fall apart.

 

 

In conclusion, I think that borrowing money and returning it will help to keep friends together.

Writing and ‘creating’

One possible objection to a course such as that outlined above is that it is severely functional. While it is true that most people learn foreign languages for functional reasons, it

may well be asked what role there is in EFL for a creative approach to writing.

It should be said at once that the kind of scheme outlined can be exciting, particularly when students genuinely feel that they are progressing successfully, and also that it can

include imaginative story writing, both guided and free. At the same time, in the early stages, there is a tendency to

emphasise accuracy at the expense of the fluency which can add genuine pleasure to the process of composition,

particularly for the able student, in a foreign language. In practice, it may be sensible at the early stages to divide the

aims, and to tell students that the purpose of the main writing course is to develop accuracy in the first instance, but

that the teacher will be delighted to look at—for example—a diary or anything else written solely for pleasure in English.

However, it is inadvisable to express willingness to ‘correct’ mistakes, otherwise the situation is back to that of

approaching a random mass of errors which cannot be systematically treated, and the whole purpose of the early

controlled composition work was to avoid that. At the same time the teacher should be willing to discuss the content of

freely written work with the students and to encourage them in every way, but they need to be made aware that they must

have an ability to do ‘normal’ writing in English before they can justify being experimental. The emphasis in this chapter

has been on controlling, defining and organising the writing course. It is clearly advantageous to the teacher to know

exactly what he is doing, but even more the organisation enables the student to see his own progress in terms of a scheme. This builds up his confidence, and with language teaching confidence can be enormously important.